Revised and expanded version of a paper presented at the Pacific Conference on Contrastive Linguistics and Language Universals held at the University of Hawaii, Honolulu, Hawaii, in January 1971. (DS)

Cites experience from a project (in Kiel) teaching German as a second language to show that second language acquisition proceeds not haphazardly but in a well-defined order of stages. As yet not enough is known about what determines these stages to warrant conclusions for teaching purposes. (Text is in German.) (IFS/WGA)

Although stressing that continuing research by no means ensures better teaching," the author briefly discusses certain areas of research in linguistics and related fields which might prove profitable to the language teacher. (FB)

COOPERATION AMONG THE FOREIGN LANGUAGE SPECIALIST, THE PSYCHOLOGIST, AND THE EDUCATION SPECIALIST IS ESSENTIAL TO SUCCESSFUL RESEARCH IN THE QUEST FOR MORE EFFECTIVE METHODS OF LANGUAGE TEACHING. EIGHT PAPERS, PRESENTED AT A TUFTS UNIVERSITY SEMINAR DURING THE SUMMER OF 1961, ARE COLLECTED HERE IN A FINAL REPORT AND RELATE EACH PARTICIPATING…

Traces the evolution of thought in the field of psycholinguistics ("theory of verbal activity" in Russia) and discusses current research being done in the United States, Europe, and the Soviet Union. A valid method of teaching language cannot be developed without a theory of language acquisition. (Text is in Italian.) (CFM)

This report consists of two major sections. The first describes the theory and methodology of the Romanian-English Contrastive Analysis Project (RECAP), and the second section presents the first aberrant corpus in RECAP. Also provided are a list of signs and abbreviations and three annexes consisting of two translation exercises and one…

Discusses various experiments involving the teaching of vocabulary through the use of mnemonics, and describes an experiment which sought to test the effectiveness of the mnemonic method in acquiring writing skills in the foreign vocabulary. (AM)

Defines the practical functions of various types of grammars, and theoretical functions of linguistic grammars. Points out some differences between the two (stressing contrast between native and foreign languages), as well as differences in defining, finality, or variation of categories, and in psycho- and sociolinguistic components. (IFS/WGA)

An experiment with 100 German students of French showed that with the word "profond" the students' semantic associations were based on the mother tongue, whereas with the word "rapide" they were more oriented to the French syntax. Semantic problems are both linguistic and sociocultural in nature. (IFS/WGA)

Evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence. Data is presented that suggests that the classroom can be used simultaneously as a formal and informal linguistic…

The French language competence of two groups of English-speaking pupils who are educated via French was investigated. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age. Results of the study are discussed. (Author/RM)

This bibliography consists of three sections, the entries in each having to do with the British contribution in linguistics. The first section lists relevant books, with entries in all areas of linguistics, while the second section cites periodicals. The third section cites surveys done of British work. The surveys include material published…

This article provides an inventory of works in applied linguistics published in Switzerland during the last fifteen years, and concludes that the limited amount of research in the field is due to the secondary position allotted to general linguistics, psycholinguistics, sociolinguistics and applied linguistics in Swiss universities. (Text is in…

Paper presented at the 17th International Congress of Applied Psychology, Liege, Belgium, July 1971. (DD)

Revised version of a speech given at a meeting of the Committee on Audiovisual Teaching in Foreign Languages organized by the Council of Europe's Committee on Education and held November 3-8, 1969, in Pont-a-Mousson, France. (DS)